An Empirical Study Of Conceptual Transformation Of Information Technology Student Experimental Courses

After the 50 's,with the development of science and technology,science education is progressing continuously,in the 80 's,with the rise of constructivism,the education field has also arisen the upsurge of the research on students ' concept change,and the concept change theory emphasizes on the teaching of the type of former concept in the mind before the students study.With the release of the general high School Information Technology curriculum Standard(2017 edition),a new information technology teaching mode-The student experiment teaching mode is proposed,and is the important composition of the compulsory two module.The science of information technology has made it subject similar to physics and chemistry,and students ' learning in some content needs to be experienced and studied through hands-on operation,and students ' experimental teaching mode emphasizes the authenticity and experience of students in the course of learning.Experience related content through hands-on approach to achieve learning goals.From a cognitive perspective,students before the study of the original cognition,the purpose of teaching is to change its original unscientific cognition into scientific cognition,in this process need to go through certain channels,then the information Technology student experimental teaching mode to the students ' cognitive development is more effective than the traditional information technology classroom?Based on the above problems,this study selects three small concepts in the information technology subject "Information System" as the content relying on the questionnaire survey,quasi-experimental research and observation methods to carry out the empirical study.It is found that the former concept of the concept before the students ' study has a great cognitive bias,and the students ' experimental teaching mode can be used to realize the students ' concept change and improve their academic level.